What Would be Better than Mathematical Sets

In an apparent grand gesture, some well-meaning Ghanaians distributed mathematical sets to a cross-section of candidates writing the 2018 Basic Education Certificate Examination. Considering the financial constraints of some Ghanaians, one would not be surprised that an appreciable number of the candidates might not have owned mathematical sets until they received the gifts. The benefactors deserve gratitude for thinking about deprived parents and children.

However, the situation could have been handled in a different and more pragmatic manner. Mathematical literacy is very low among basic school children. Performance in maths examination has been declining over the years. The poor performance gets replicated at the secondary level. Concerned educators really are baffled about how mathematics is handled in both basic and secondary school classrooms, so that graduates end up lacking basic mathematical literacy.

The pragmatic approach, therefore, should be tackling the core problem, the teaching and learning challenges that negate classroom efforts aimed at imparting numeracy to pupils. Amongst other measures, classroom practices from kindergarten through senior high school ought to be revisited for radical improvement. Personnel in charge of the classrooms should be retrained and monitored effectively for performance. Serious thought should be given to ways through which information technology could be utilised not only to enhance studies in mathematics, but also to ensure that pupils and students begin to like the subject. A likeness for the subject would be the best motivation for learners to pursue mathematical literacy.

Teachers should strive to bring reality into mathematical classrooms. In rural areas, where electricity and electronic devices are in short supply, innovative teachers could utilise local materials such as bottle tops, stones/pebbles, sticks to explore numeracy in kindergarten and lower primary. In the upper classes, local settings could be used to explain concepts and formulae. Numerous examples could be designed from our market settings alone. Yes, mathematics could be fun and practical for learners.

In other words, the problem facing learners is not just about lacking working tools or equipment. Giving mathematical sets to pupils who may not able to draw the y and x axis, let alone plot lines defeats the intention behind the offer. In the good old days, students were taught how to use the tools in the set, in geometry. My mathematics teacher, Mr. Osei-Sarfo, patiently took us through the process of placing a pencil in the compass so as to be able to plot and chart precise lines. Even in secondary form 1, majority of us were challenged by that simple process. The teacher kept repeating that if we failed to place the pencil right, our lines will not be accurate. We had a good sense of humour and made so much fun of one another whenever the compasses looked like broken necks.

I have been thinking about that experience since I read about the mathematical set gifts to the pupils. I asked myself: How many of the pupils would know how to use the tools to solve mathematical problems? What is more important, how many of the candidates would really comprehend the problems that would be given them to solve, which comprehension would guide them to utilise the tools in the set accurately? In short, are the students even prepared for the mathematics examination?

Whilst I may speculate about the questions, I know for a certainty that teaching/learning mathematics is bogged down with the severest of challenges. The challenges effectively render the giving of mathematical sets ostentatious, rather than pragmatic. I recommend that in future, the mathematical sets should be given to needy pupils, at least, six months before the final examination. That way, even if teachers are not able to help pupils utilise the tools, the latter may get assistance from parents or siblings.

Above all, maths-inclined teachers from secondary and tertiary institutions, parents and students could be mobilised to volunteer their time to complement primary teachers’ efforts in teaching fundamental mathematics. Such volunteers would practise sums with pupils. Volunteering might be for thirty minutes or an hour, yet it might go a long way to motivate pupils to grasp basic mathematical concepts.

Pupils and students need to understand that mathematics not only helps humans to understand our universe, but it aids us in solving daily problems. We deal with mathematics in everyday life. Learners should be helped to understand that they apply the principles of mathematics throughout the day, and that the classroom lessons help them to put a name/concept to things they do every day. When mathematics is reduced to such simple terms, learners might change the mentality that maths is too difficult a subject to grasp.

The Nation does not have a choice: If the objective is to create entrepreneurs, critical thinkers and innovators for society, then mathematics should be offered to learners in a pragmatic manner. Teachers should sharpen their numeracy skills before their teaching can have an impact on learners. Of course, pupils must develop enthusiasm for learning mathematics. A proactive approach could ensure that. Currently, a cross-section of the candidates may not know how to use the tools in the mathematical set. However, if they really understood the underlying principles of the subject, they could improvise the tools from local materials to demonstrate applied knowledge. All stakeholders of education must join forces to ensure that pupils have enabling classrooms for fun teaching/learning of mathematics. This is not the time for ostentation, please!